Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

在本文中，我们的目的是讨论考虑到COVID-19危机的HPSS在科学教育中的作用，并思考大流行之后科学教育的样子。考虑到大流行的背景，我们在本文中捍卫了以下论点，即涉及COVID-19的公共争论的轮廓带来了一些要素，这些要素使我们能够辩称科学教育需要接受强调政治作为科学的共同构成要素的观点。 ，而不是它的辅助角色。为了捍卫这一论点，我们从一个基于科学研究论证和科学史典范案例的理论框架开始。然后，我们从最核心的方面分析了围绕COVID-19的一些公共争议，试图解释科学与政治之间是如何交织在一起的。对巴西案件进行了更详细的分析。最后，基于教育奖学金并考虑了先前的讨论，我们对科学教育的研究和实践提出了一些启示，既涉及HPSS在其教学中的作用，又讨论了该研究领域的关键领域。